Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

ACES 1-3 > Module 1-3 > Flashcards

Module 1-3 Flashcards

1
Q
  1. T/F: It is acceptable for the ACES employees to talk about a client in from of a client’s home even if others are present in the neighborhood as long as they don’t use the client’s full name
A

FALSE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q
  1. T/F: It is necessary to collect data during every session
A

TRUE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q
  1. T/F: If you frequently cancel/change sessions, arrive late or leave early, or resign without giving proper notice or time to find a replacement, you are NOT breaking the RBT ethics code of General Responsibilities
A

FALSE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q
  1. Which of the following is NOT a HIPPA violation?
A

?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q
  1. Which of the following is the best example of objective session notes?
A

Joe screamed, cried, and dropped to the floor when I asked him to go to the bathroom

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q
  1. It is acceptable to physically prompt a client when he/she is:
A

Trying to run into the street

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q
  1. If an RBT has an Urgent clinical issue, which of the following should the RBT NOT do?
A

Wait until the next overlap or write information down for the Supervisor during the session

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q
  1. T/F: RBTs should actively participate and ask questions during observations in order to get the most out of the observation.
A

FALSE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q
  1. During Rapport Building:
A

All of these are correct

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q
  1. RBTs will receive overlaps from their Supervisors and should ask for additional support/overlaps as needed
A

Depending on the specific number of hours given to each client by their funding source

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q
  1. Which is NOT a common symptom of ASD?
A

Normal verbal skill development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q
  1. T/F: Most individual with ASD display most, if not all, of the common symptoms
A

FALSE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q
  1. Which is NOT being researched as a possible cause of ASD?
A

Parenting issues

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q
  1. T/F: The prevalence of ASD is currently 1 in 88 children
A

FALSE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q
  1. T/F: Over 15 million American children and adults are believed to have some form of ASD
A

FALSE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q
  1. T/F: ASD is 5 times more likely in boys than girls
A

TRUE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q
  1. T/F: Parents who have a child with ASD have a 28% chance of having another child with ASD
A

FALSE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q
  1. T/F: Almost half of children identified with ASD have average to above average intellectual abilities
A

TRUE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q
  1. Which is NOT one of the Kubler-Ross 5 Stages of Grief?
A

Frustration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q
  1. T/F: The Kubler-Ross of Grief occurs in order and parents might email in one stage for several years
A

False

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q
  1. Which is NOT a basic principle of behavior?
A

Behavior ultimately responds better to punitive consequences than reinforcing consequences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q
  1. A target behavior is a behavior we want to:
A

All of the above

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q
  1. An antecedent is a:
A

?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q
  1. A consequence is:
A

What happened immediately after the behavior, and What affects the rate of future behaviors under those or similar conditions (Both B and C)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q
  1. Social Negative Reinforcement functions to:
A

Escape or avoid something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q
  1. Social Positive Reinforcement functions to:
A

Get attention from someone or access to something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q
  1. Automatic Negative Reinforcement functions to:
A

Attenuate pain (without social attention)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q
  1. Automatic Positive Reinforcement functions to:
A

Stimulate the sense (without social attention)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q
  1. A Behavioral and environmental Assessment involves:
A

Conduction observations of a client’s behavior in his/her natural environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q
  1. Probing involves:
A

Asking a client to preform a task that we are unsure he/she can perform without providing any prompting or assistance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q
  1. A Functional Assessment involves:
A

Determining the cause-and-effect relationship between the environment and behavior and altering that relationship in order to diminish the occurrences of future problem behaviors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q
  1. An Individualized Assessment involves:
A

Curriculum-based, developmental, and/or social skills assessments conducted typically in an interview format or using a check-off list of developmental activities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q
  1. A Preference Assessment involves:
A

Determining what items are more preferred by a client in order to increase the client’s motivation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

2.Which is NOT a common symptom of ASD?

A

Normal verbal skill development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q
  1. T/F: Most individuals with ASD display most, if not all, of the common symptoms.
A

FALSE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

2.Which is NOT being researched as a possible cause of ASD?

A

Parenting issues

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q
  1. T/F: The prevalence of ASD is currently 1 in 88 children
A

FALSE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q
  1. T/F: Over 15 million American children and adults are believed to have some form of ASD.
A

FALSE

39
Q
  1. T/F: ASD is 5 times more likely in boys than girls
A

TRUE

40
Q
  1. T/F: Parents who have a child with ASD have a 28% chance of having another child with ASD
A

FALSE

41
Q
  1. T/F: Almost half of the children identified with ASD have average to above-average intellectual abilities
A

TRUE

42
Q
  1. Which is NOT one of the Kubler-Ross 5 stages of grief?
A

Frustration

43
Q
  1. T/F: The Kubler-Ross stages of grief occur in order and parents might remain in one stage for several years
A

FALSE

44
Q
  1. Which is NOT a basic principle of behavior?
A

Behavior ultimately responds better to punitive consequences than reinforcing consequences

45
Q
  1. A target behavior is a behavior we want to:
A

Increase, Decrease, Change (All of the above)

46
Q

3.An antecedent is a:

A

?

47
Q
  1. A consequence is:
A

What happened immediately after the behavior, what affects the rate of future behaviors under those or similar conditions (Both B and C)

48
Q
  1. Social Negative Reinforcement functions to:
A

Escape or avoid something

49
Q
  1. Social Positive Reinforcement functions to:
A

Get attention from someone or access to something

50
Q
  1. Automatic Negative Reinforcement functions to:
A

Attenuate pain (without social attention)

51
Q
  1. Automatic Positive Reinforcement functions to:
A

Simulate the sense (without social attention)

52
Q
  1. A behavioral and Environmental Assessment involves:
A

Conducting observations of a client’s behavior in his/her natural environment

53
Q
  1. Probing involves:
A

Asking a client to preform a task that we unsure he/she can perform without providing any prompting or assistance

54
Q
  1. A functional assessment involves:
A

Determining the cause-and-effect relationship between the environment and a behavior and altering that relationship in order to diminish the occurrences of future problems behaviors

55
Q
  1. An individualized assessment involves:
A

Curriculum-based, developmental, and/or social skills assessments conducted typically in an interview format or using a check-off list of developmental activities

56
Q
  1. A preference assessment involves:
A

Determining what items are most preferred by a client in order to increase the client’s motivation

57
Q
  1. T/F: Replacement Behaviors are appropriate behaviors chosen to replace maladaptive behaviors that require equal or more effort, serve the same function, and provide the same or greater reinforcement than the maladaptive
A

FALSE

58
Q
  1. Which is NOT an example of an Antecedent Based Intervention involving MOs?
A

Preparation

59
Q
  1. Deprivation ___ the effectiveness of a reinforcer and Satiation ____ the effectiveness of a reinforcer
A

Increases, reduces

60
Q
  1. Asking a client to touch three different body parts (an easy task) followed by asking the client his name (a difficult task) is an example of:
A

Behavior Momentum

61
Q
  1. Changing the rules of the client’s favorite card game is an example of:
A

Flexibility Training

62
Q
  1. Making up a game using a playground ball and promotion your client to ask peers to play the game is an example of:
A

Creating Opportunities

63
Q

3.Reinforcing a client for remaining in the bathroom when the toilet is flushed is an example of:

A

Systemic Desensitization

64
Q

Providing a client with a First/Then Statement is an example of:

A

Priming rules, expectations, and access to reinforcement

65
Q

Setting up several different play activities and providing a high level of reinforcement whenever the client engages in an activity is an example of:

A

Creating a stimulating enviornment

66
Q

Losing a token for not following directions is an example of:

A

Response Cost

67
Q

No longer reinforcing a client for crying when she wants a cookie is an example of:

A

Extinction

68
Q

Providing a client with a break to sit in a bean bag and listen to music is an example of:

A

Automatic Reinforcement Interventions

69
Q

Providing a client with a choice board to request a cookie instead of providing her with a cookie when she is crying is an example of:

A

Ignore and Redirect

70
Q

Asking a client to sit in a chair for 2 minutes where he can hear the television, but can’t see it when he is disrupting other children watching a reinforcing television program is an example of:

A

Time Out

71
Q

Providing a client with a sticker each time he completes a task and then allowing the client to trade 10 stickers for 10 minutes of computer time is an example of:

A

Positive Reinforcement Systems

72
Q

Reinforcing a client for playing with a piece of play dough to stop her hand from flapping is an example of:

A

Differential Reinforcement

73
Q

Positive Reinforcement results in a behavior:

A

Increasing when something reinforcing is added

74
Q

Negative Reinforcement results in a behavior:

A

Increasing when something averse is removed or reduced

75
Q

Intermittent Reinforcement (INT) consists of Ratio, Fixed, Interval, and Variable Schedules of Reinforcement that create which four types of Intermittent Schedules of Reinforcement?

A

FI, FR, VI, IV

76
Q

What is Shaping?

A

Differentially reinforcing a series of successive approximations toward a desired behavior

77
Q

What is Chaining?

A

Establishing complex behaviors by linking a series of simpler steps

78
Q

What is Task Analysis?

A

Breaking down a complex skill into smaller, teachable units

79
Q

What is Prompting?

A

Adding a cue or assistance to encourage a desired

80
Q

Which below is an example of the Most to Least Intrusive Prompting Hierarchy?

A

Physical, Verbal, Gestural, Model, Visual/Positional/Material

81
Q

Maintenance is the extent to which:

A

A client continues to perform mastered skills after a portion or all of an intervention has been terminated

82
Q

Stimulus Generalization is the extent to which:

A

Performance of a target behavior occurs in environments different than the original training environment

83
Q

Response Generalization is the extent to which:

A

A client performs a variety of functional responses in addition to the trained response

84
Q

Latency is a Continuous Measurement Procedure that involves:

A

Recording the elapsed time from the onset of a stimulus to the initiation of a response

85
Q

Inter-Response Time (IRT) is a Continuous Measurement Procedure that involves:

A

Recording the elapsed time between two successive responses

86
Q

Frequency is a Continuous Measurement Procedure that involves:

A

Recording each instance of a behavior

87
Q

Duration is a Continuous Measurement Procedure that involves:

A

Recording the number of seconds each instance of a behavior occurs

88
Q

A Discontinuous Measurement Procedure that is used for various skill acquisition programs where 80-90% accuracy determines if the skill has been acquired.

A

Percent Occurence

89
Q

A Discontinuous Measurement Procedure that involves observing a client at regular intervals and recoding if the behavior occurred during the entire interval of time

A

Whole Interval Recording

90
Q

A Discontinuous Measurement Procedure that involves classifying responses into severity codes, duration codes, or independence/prompting codes

A

Discrete Categorization

91
Q

A Discontinuous Measurement Procedure that involves the number of consecutive opportunities to respond required to achieve a performance standard

A

Trials to Criterion

92
Q

A Discontinuous Measurement Procedure that involves recording whether or not a behavior occurred at any time during an interval of time

A

Partial Interval Recording

93
Q

A Discontinuous Measurement Procedure that involves observing a client at pre-determined times at the end of an interval and recording if the behavior is occurring at the precise moment

A

Momentary Time Sampling

ACES 1-3 (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions